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一节课成功与否,不在于教师讲解了多少知识,而在于学生得到了多少发展。教师的设计必须以学生的发展为主,把重心由“教”转到“学”的方面;一节实用而又不失精彩的数学课就是一个备课、磨课过程,也是“实践——反思——再实践”的螺旋上升的过程。
Whether a class succeeds or not depends not on how much knowledge the teacher has explained, but how much development the student has received. The design of teachers must be based on the development of students, and the emphasis should be shifted from “teaching ” to “learning ”. A practical and yet wonderful mathematics lesson is a preparation lesson and a grinding lesson, “Practice - Reflection - Practice” spiral.